Past Webinars Philadelphia Secondary Autism Project Autism Teacher Webinar #3 To connect to the audio portion, choose your computer microphone and select allow when prompted. If you are unable to connect through your computer please call: United States (toll-free): 1 (800) 832-0736 Conference Room Number: 9496696 Webinar # 1 and 2 are recorded and available to watch. You will receive an email with a link to Webinar #1, #2 and this webinar shortly If you are unable to access please email: Bekah.Anderson@starautismsupport.com 2 Philadelphia Autism Project Classroom goals since last webinar: Continue working on Routines Create a Custom Routine Fill out Lesson Assessment on at least one student Identify lessons to teach Philadelphia Autism Project Links implementation is going great across Philadelphia! All teachers are in a different place in terms of implementation Discuss with your Links Consultant the next step for your classroom. Every classroom is unique and progress is different across classrooms. 3 4 Review of Webinar #2 If you did not watch Webinar #2 email bekah.anderson@linkscurriculum.com to get a recorded version. During Webinar #2 presented in December the following was discussed: Review of Links Online including the new Featured Routine Tab Introduction to Links Lessons Examples of Links Lessons Details of the Philadelphia Autism Project Today s Agenda How to teach Links lessons using Discrete Trial Training (DT): Basic components of DT How to correct errors Error correction procedure How to correct continuous errors Errorless learning procedure 5 6 1
Links Lessons: Scope and Sequence Skill Instruction Through Links Lessons 7 8 Use Skills Assessment and Routine Data to Identify Lessons to Teach 9 10 Teaching Links Lessons with Discrete Trial Training: Purpose and Research Effective for teaching foundational skills/concepts Promotes acquisition of new skills Teach skills identified from Links Routines Considered an evidence-based practice by the National Autism Center and National Professional Development Center for students ages 3 through 21. 11 12 2
Discrete Trial Training (DT): Definition Skills are taught in a logical sequence building on previously learned skills. Concepts taught are identified, then broken down into specific elements for instruction. Each session consists of a series of discrete trials, using a four-step sequence: a) instructional cue b) student response c) consequence d) pause Example Lesson: Identification of Money (Lesson 63) Teaches the names of coins and bills Student learns to give the correct coins when requested from a field of 5 coins Purpose: Student needs to know the names of coins and bills to achieve independence on routines that require money use (e.g. Purchasing an Item routine) 13 14 Where do I find the Links Lessons? Lessons & Guides Tab From a specific ORA (Routine) 15 16 Typical DT Trial (Correct Response Trial) Data Collection Correct Response Trials Strategy Cue Response Consequence Pause Application Example Teacher provides instructional cue Teacher says, Give me penny. Student responds Student hands the penny to the teacher Teacher provides verbal praise and tangible reinforcer Teacher says penny, provides verbal praise and token reinforcer There is a pause Student places token on board and teacher pauses before next cue 17 18 3
General Reinforcement Procedure Sequential Learning Steps For a Correct Response 1:1 Tangible reward or token 1:1 Social praise 3 in a row- Move on w/d 19 20 Rules/Suggestions about the Distractor 1. It should not be overly distracting for the student 2. It is never the correct response 3. In the same classification (object or picture) 4. Not an item you are currently teaching 21 22 DT Data Sheet Example Used During Money Use Lesson Date Task Data Comments 2/10/13 1 st item w/d Nickel 2 nd item Nickel w/d Presented in random rotation R1 Nickel Day 1 2/11/13 Nickel Presented in random rotation Day 2 R2 Dime 3 rd item Dime w/d Dime Presented in random rotation R1, Nickel Day 1 23 Date Task Data Comments 2/12 Dime Day 2 criteria 3 items, Nickel R2 Quarter 4 th Item Quarter w/d Quarter, Nickel, 4 th item randomly rotated with known set R1 Dime Day 1 2/13 Quarter, Nickel, 4 th item randomly rotated with known set R2 Dime Day 2 Dollar 5 th Item Dollar w/d Dollar 5 th item randomly rotated with R1, Nickel, Dime, Quarter known set Day 1 24 4
Example SLS If the student does not perform the skill and a correction is needed Correction Procedure: Stop and restart trial. Repeat the instructional cue. Prompt with as little assistance as possible. Reinforce with social praise only Repeat the instructional cue (with tangible reinforcement available to student) 25 26 Correction Procedure Identification of Money Teacher says Give me X (coin) Student makes incorrect response or no response Teacher repeats the cue and provides a corrective prompt Incorrect Trial w/d 0 Student makes error 27 28 Correction Procedure General Reinforcement Procedure w/d 0 Always provide a correction procedure (/) after an error (0) For a Correct Response 1:1 Tangible reward or token 1:1 Social praise For a Prompted Response 1:1 Social praise 29 30 5
Next Trial After Prompted Trial Example of Correction Procedure ID of Money (Lesson #63) w/d 0 After prompted trial, keep position of items the same 31 32 Data Collection = correct response O = incorrect/no response and then corrected with a prompt O = incorrect/no response and not correct even with a prompt Errorless Learning Procedure In general, if the student needs three corrections procedures in a row, use the Errorless Learning Procedure: Add a prompt to the cue Provide a R Record prompt level on data sheet 33 34 Example of Adding Prompt to the Cue Errorless Learning Procedure If the student needs the correction procedure 2-3 consecutive times: Note change in prompt level on data sheet Give instructional cue Provide a prompt (just enough of a prompt to get correct response) just following the cue. Reinforce with tangible reward and verbal praise Slowly fade back amount of assistance needed after student gets 3/3 correct at current step Physical Prompting Levels (Note these levels on data sheet) No Prompt (NP) Gesture Prompt (GP) Pointing in the correct direction to initiate or change direction of response Intermittent Physical (IP) Student needed some physical prompting Student does some part of response independently Continuous Physical Prompt (CP) Student requires physical prompting throughout response 35 36 6
Errorless Learning Example Skill Data ELC Comments NP (No Prompt) Example of Errorless Learning Procedure Following One Step Directions-Expanded (Lesson #35) w/d 0 0 0 NP 3 error corrections- go to Errorless Learning Procedure w/d IP (Intermittent Physical) w/d GP (Gesture Prompt) w/d NP (No Prompt) NP No Prompt GP Gesture Prompt IP Intermittent Physical CP Continuous Physical Independent Pointing in the correct direction to initiate or change direction of response Student needed some physical prompting. Student does some part of response independently Student requires physical prompting throughout response 38 Lesson 46 Labeling Nouns & 49 Naming People Lesson 46 Labeling Nouns 39 40 Lesson 49 Naming People 41 42 7
Lesson 81 Following Two Step Directions Expanded Lesson 81 Following Two Step Directions 43 44 DT: Thoughts on Behavior Find motivating age-appropriate reinforcers Limit attention for inappropriate behavior Reinforce for appropriate behavior End session with correct response sequence and appropriate behavior Next Steps Copy and organize DT lessons, data sheets, and materials for 1-2 students Get practice implementing Links lessons with 1-2 students Continue to take data on student routines and enter into Links system Email your Links consultant with questions 45 46 Next Steps Look for communication about upcoming classroom visits from a Links consultant and upcoming webinars If you need assistance with your Links account or scheduling a classroom visit contact: Upcoming Webinar Topics The next webinar will be available during the February PD day How to prevent and work through challenging behaviors bekah.anderson@starautismsupport.com 47 48 8
Thank you for Participating! 9